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cognitive psychology > Grant et al. - 1998 > Flashcards

Grant et al. - 1998 Flashcards

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1
Q

How does the environment impact memory recall?

A

recall is better when the participant is in the same environment that information was learned

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2
Q

What is state-dependent retrieval?

A

you have to be in the same state during retrieval as you were in during encoding (drunk or sober)

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3
Q

What is the encoding Specificity Principle?

A

memory is best when information is provided at encoding is present at time of retrieval

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4
Q

What is context dependent memory?

A

improved recall of specific episodes or information when the context present at encoding and retrieval are the same

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5
Q

What did Godden and Baddeley test?

A

memory of scuba divers on land vs. in water

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6
Q

What did Godden and Baddeley find?

A

the environment they were introduced to the info was the one where they recalled the best

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7
Q

What should be done if there is a delay in learning and recall?

A

vary the setting when revising as it aids memory by adding context cues that boost recall

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8
Q

What was Grant interested in, in regards to memory?

A

whether environmental context-dependency effects would be found with the type of material and type of tests (esp. in school)

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9
Q

What did Grant aim to show about context-dependency?

A

that environmental context can have a positive affect on performance when the test takes place in the same environment the material was originally studied in therefore be more meaningful

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10
Q

What are the two types of memory tested in Grant’s study?

A

recall and recognition

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11
Q

What type of questions relate to recall?

A

short answer

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12
Q

What type of questions relate to recognition?

A

multiple choice

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13
Q

How does context dependency relate to the two types of questions?

A

context-dependency effects on memory for lists of unrelated words are shown more often with recall than recognition

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14
Q

What is a sentence to summarise the study?

A

39 participants all read an article in either noisy or silent conditions and reading comprehension is tested

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15
Q

What is the aim?

A

to show that environmental context can have a positive effect on performance and be meaningful

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16
Q

What are the 2 IVs in this study?

A

1- silent or noisy
2- matching or unmatching

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17
Q

What is the DV?

A

performance on recall and recognition tests

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18
Q

What is the method of the study?

A

lab experiment

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19
Q

What are strengths of this method?

A

high control over EVs = more valid results

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20
Q

What are the weaknesses of this method?

A
  • lacks ecologically validity (artificial environment)
  • lacks mundane realism
  • demand characteristics are more likely
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21
Q

What was the design?

A

independent measures

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22
Q

What is a strength of the design?

A
  • reduces order effects (fatigue, boredom, & practice)
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23
Q

What is the experimenter sample?

A

8 psychology students

24
Q

What is the sample?

A
  • 39 (orig. 40)
  • 17-56 age range
  • 17 female & 23 male
25
Q

What are the weaknesses of the sample?

A
  • lack population validity
  • small = not representative = not generalisable
26
Q

How were the participants gathered?

A

each of the 8 experimenters were asked to gather 5 acquaintances each

27
Q

What were the 3 stimuli?

A

1- cassette tape of background noise
2- reading material
3- tests

28
Q

What was the background noise?

A

recorded noise from the university cafeteria

29
Q

What are some types of noise in the cassette tape?

A
  • conversations
  • movement of chairs
30
Q

How was the cassette tapes standardised?

A
  • exact copies were made for each experimenter
31
Q

What was the reading material?

A

an article on psychoimmunology

32
Q

What were the two types of test?

A

1- 10 short-answer (recall)
2- 16 multiple choice (recognition)

33
Q

Why is the order of the tests important?

A

the short answer has to be first to ensure information was recalled from the article was being tested and not information from the multiple choice

34
Q

How were the questions ordered?

A

the same order as they appeared in the article

35
Q

How were participants allocated to a condition of the IV?

A

randomly

36
Q

What is a strength of using allocation method?

A

reduced experimenter bias

37
Q

What was step 1 of the procedure?

A

instructions were read aloud

38
Q

What are some details of the instructions?

A
  • participation was voluntary
  • it was a class project
39
Q

What was the first task for participants?

A

to read the article once as if for an assignment - highlighting underlining etc.,

40
Q

What did experimenter record during this period?

A

reading time

41
Q

What were participants informed of?

A

that their reading comprehension will be tested

42
Q

What was standardised about the procedure?

A

ALL participants wore headphones even if in silent condition

43
Q

What happened after the article was read?

A

a 2 minute break

44
Q

What is the significance of this break?

A

it minimises chance of recall from the short term memory

45
Q

How were the tests carried out?

A

short answer and then multiple choice

46
Q

What were the conditions of these tests?

A
  • tested in either noisy or silent conditions
  • informed of condition before testing
  • regardless of condition wore headphones
47
Q

What happened at the end of the tests?

A

a debrief

48
Q

How long did the procedure last?

A

30 minutes

49
Q

What is important to note about the results?

A

1/40 participants results were not analysed due to being over the standard deviation of the group mean

50
Q

What was recorded to create results?

A

1- mean reading time (mins)
2- mean correct answers on the two tests

51
Q

What are some findings?

A
  • participants in all groups spent roughly equal amounts of time studying the material
  • studying and testing in the same environment produced better results
  • no overall effect of noise on performance
52
Q

What type of data was collected?

A

quantitative data

53
Q

What are strengths of quantitative data?

A
  • objective
  • easy to analyse and compare
54
Q

What are the weaknesses of quantitative data?

A
  • no reasoning ‘WHY’ for behaviour
55
Q

What are the conclusions from the study?

A
  • there are context dependency effects for newly learned meaningful material
  • studying and testing in the same environment leads to enhanced performance
56
Q

What are the practical applications for this study?

A
  • students

cognitive psychology (10 decks)

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